Methods of Enhancing Performance on a Cognitive Task by Improved Self-Regulation of Internal Distraction and Computer Readable Medium and Devices for Practicing the Same

ABSTRACT

Provided are methods of enhancing the performance of a subject on a cognitive task by improved self-regulation of internal distraction. The methods include presenting a computer-based cognitive training program to a subject, where performance of the subject on the cognitive task is enhanced by the cognitive training program. Computer readable media and devices useful for practicing the methods of the present disclosure are also provided.

CROSS REFERENCE TO RELATED APPLICATIONS

This application claims the benefit of U.S. Provisional Application No.62/051,631, filed Sep. 17, 2014, which application is incorporatedherein by reference in its entirety.

STATEMENT REGARDING FEDERALLY SPONSORED RESEARCH

This invention was made with government support under grant no.R21AG041071 awarded by the National Institutes of Health. The governmenthas certain rights in the invention.

INTRODUCTION

An obstacle to achieving high-level performance on a wide variety ofactivities is interference by both external and internal distraction.Goal-directed activities themselves can either be oriented towards theexternal environment (e.g., visual and auditory attention and memoryencoding), or involve an internal orientation (e.g., planning for thefuture, remembering past events, and maintaining items in short-termmemory). During any of these activities, interference can arise from theexternal world in the guise of distracting sounds, images, smells, etc.;or internally in the form of distracting, unwanted, intrusive thoughts(e.g., mind-wandering). Self-regulation involves mechanisms ofsuppressing these distractions in order to maintain high-levelperformance on goal-directed tasks.

SUMMARY

Provided are methods of enhancing the performance of a subject on acognitive task by improved self-regulation of internal distraction. Themethods include presenting a computer-based cognitive training programto a subject, where performance of the subject on the cognitive task isenhanced by the cognitive training program. Computer readable media anddevices useful for practicing the methods of the present disclosure arealso provided.

Aspects of the present disclosure include methods of enhancing theperformance of a subject on a cognitive task. The methods includepresenting a computer-based cognitive training program to a subject. Thecognitive training program includes presenting a subject with a firstcomputer-based focused attention task at a difficulty level; determininga duration that the subject maintained focused attention duringpresentation of the first focused attention task; and presenting thesubject with a second computer-based focused attention task at adifficulty level. The difficulty level of the second focused attentiontask is less than or the same as the difficulty level of the firstfocused attention task if the subject maintained focused attention for aduration less than a cutoff duration during presentation of the firstfocused attention task. The difficulty level of the second focusedattention task is greater than the difficulty level of the first focusedattention task if the subject maintained focused attention for aduration greater than a cutoff duration during presentation of the firstfocused attention task. The cutoff duration may be less than the entireduration of presentation of the first focused attention task. In otheraspects, the cutoff duration is the entire duration of presentation ofthe first focused attention task. That is, the cutoff duration and theduration for which the focused attention task is presented may be thesame. According to the methods, the performance of the subject on thecognitive task is enhanced by the cognitive training program.

In certain aspects, the first focused attention task and the secondfocused attention task are independently selected from aninternally-directed focused attention task, and an externally-directedfocused attention task. According to certain embodiments, the firstand/or second focused attention task is an internally-directed focusedattention task selected from: the subject directing attention to thesubject's breath sensations, the subject directing attention to a mentalimage, the subject directing attention to a phrase held in the subject'smind, and the subject directing attention to a phrase held in aninternal body part of the subject other than the mind. In certainaspects, the first and/or second focused attention task is anexternally-directed focused attention task selected from: the subjectdirecting attention to a visual stimulus, and the subject directingattention to an auditory stimulus. The first focused attention task andthe second focused attention task may be the same, e.g., the same typeof task). Alternatively, the first focused attention task and the secondfocused attention task may be the different, e.g., the two tasks aredifferent types of tasks.

The difficulty level of the first focused attention task and secondfocused attention task may be independently determined using anysuitable approaches, including combinations of approaches. In certainaspects, the difficulty level of the first focused attention task, thesecond focused attention task, or both, is determined by the durationfor which the focused attention task is presented. Alternatively, oradditionally, the difficulty level of the first focused attention task,the second focused attention task, or both, may be determined by acontext in which the focused attention task is presented. A context formodulating the difficulty level of a focused attention task includes,e.g., presenting one or more stimuli to the subject. Stimuli of interestinclude, e.g., auditory and/or visual stimuli. According to aspects inwhich a visual stimulus is presented to the subject during presentationof the focused attention task, the visual stimulus may be presented tothe subject on a display, e.g., a display of a smartphone, tabletcomputer, head-up display (HUD) device, smartwatch, laptop computer,desktop computer, any other convenient display, and combinationsthereof. Presenting an auditory stimulus to the subject may includeproducing a sound such as white noise, a tone, a song, and/or aconversation.

In certain aspects, determining the duration that the subject maintainedfocused attention during presentation of the first focused attentiontask includes receiving an indication from the subject of the durationfor which the subject maintained focused attention during presentationof the first focused attention task. The indication may require aresponse from the subject, e.g., a response to an interrogatory in whichthe subject is asked to indicate the duration for which the subjectmaintained focused attention during presentation of the first focusedattention task. In certain aspects, the subject responds via an inputdevice, such as a touch-screen display, a mouse, a keyboard, amicrophone, or the like.

According to certain embodiments, receiving an indication from thesubject of the duration for which the subject maintained focusedattention during presentation of the first focused attention taskincludes measuring one or more biological parameters of the subject. Incertain aspects, the biological parameter includes neurological activityof the subject. Neurological activity may be measured using anyconvenient approach, and in certain embodiments includes measuringneurological activity by electroencephalography (EEG). When theneurological activity is measured by EEG, the measurements/recordingsare optionally obtained using an EEG headset worn by the subject. Otherbiological parameters may be used as an indication from the subject ofthe duration for which the subject maintained focused attention duringpresentation of the first focused attention task. In some embodiments,the one or more biological parameters includes eye movement of thesubject.

In certain aspects, prior to presenting the first focused attentiontask, the second focused attention task, or both, the method includesinstructing the subject to notice internal distraction duringpresentation of the first focused attention task, the second focusedattention task, or both. According to certain embodiments, afterpresenting the first focused attention task, the second focusedattention task, or both, the method includes reporting to the subjectthe duration for which the subject was able to maintain focusedattention during presentation of the first focused attention task, thesecond focused attention task, or both.

The computer-based cognitive training program may presented to thesubject using any device of interest. In certain aspects, the trainingprogram is presented on a computer device selected from; a smartphone, atablet computer, a head-up display (HUD) device, a smartwatch, a laptopcomputer, a desktop computer, and combinations thereof.

The cognitive task that is enhanced by presentation of thecomputer-based cognitive training program may vary, and in certaininstances is a visual search task. Subjects of interest include youngeradults, older adults, and the like. According to certain embodiments,the subject is an older adult. The subject may be a healthy subject, orthe subject may have a mental disease including, but not limited to,Attention Deficit Hyperactivity Disorder (ADHD, both distractibility andhyperactive behaviors), Post-Traumatic Stress Disorder (PTSD, intrusiverecollections triggered by external cues), Major Depressive Disorder(ruminations, impairments in cognition and attention), ObsessiveCompulsive Disorder (OCD, uncontrollable anxieties/obsessions,compulsive behaviors), traumatic brain injury (TBI), SubstanceDependence Disorders (uncontrollable cravings, contextual triggers forrelapse), or the Ike.

Also provided are non-transitory computer-readable media that includeinstructions stored thereon for causing a computer device to implementthe methods of the present disclosure, e.g., any methods according tothe embodiments (including any combinations thereof) described elsewhereherein. Computer devices that include such non-transitorycomputer-readable media are also provided.

BRIEF DESCRIPTION OF THE FIGURES

FIG. 1 is a flow diagram illustrating steps of a method according to oneembodiment of the present disclosure.

FIG. 2 shows certain aspects of presenting a cognitive training programto a subject according to one embodiment of the present disclosure.

FIG. 3 schematically illustrates an example device useful for practicingthe methods of the present disclosure.

FIGS. 4A-4D provides data showing training-related improvements in theduration for which subjects could maintain focused attention over thecourse of a cognitive training program according to one embodiment ofthe present disclosure (Panels A and B). Also shown is datademonstrating the enhancement of performance on an untrained cognitivetask as a result of the focused attention cognitive training programaccording to an embodiment of the present disclosure (Panels C and D).

FIG. 5 shows screenshots of an example application showing progressionthrough a meditation session followed by graphical feedback (left andbottom) as well as the progress calendar and “library” of meditationresources (top right).

FIG. 6 provides data showing the accuracy for an example trainingprogram (MediTrain) (**) and placebo (*) before (pre) and after (post)training on a Filter Task with a set size of memory item withdistractors present.

FIG. 7 provides data showing the change in working memory capacity(i.e., K scores) for an example training program (left) and placebo(right) groups from pre- to post-training.

DETAILED DESCRIPTION

Provided are methods of enhancing the performance of a subject on acognitive task. The methods include presenting a computer-basedcognitive training program to a subject, where performance of thesubject on the cognitive task is enhanced by the cognitive trainingprogram. Computer readable media and devices useful for practicing themethods of the present disclosure are also provided.

Before the methods of the present disclosure are described in greaterdetail, it is to be understood that the methods are not limited toparticular embodiments described, as such may, of course, vary. It isalso to be understood that the terminology used herein is for thepurpose of describing particular embodiments only, and is not intendedto be limiting, since the scope of the methods will be limited only bythe appended claims.

Where a range of values is provided, it is understood that eachintervening value, to the tenth of the unit of the lower limit unlessthe context clearly dictates otherwise, between the upper and lowerlimit of that range and any other stated or intervening value in thatstated range, is encompassed within by the methods. The upper and lowerlimits of these smaller ranges may independently be included in thesmaller ranges and are also encompassed within by the methods, subjectto any specifically excluded limit in the stated range. Where the statedrange includes one or both of the limits, ranges excluding either orboth of those included limits are also included in the methods.

Unless defined otherwise, all technical and scientific terms used hereinhave the same meaning as commonly understood by one of ordinary skill inthe art to which the methods belong. Although any methods similar orequivalent to those described herein can also be used in the practice ortesting of the methods, representative illustrative methods, computerreadable media and devices are now described.

Any publications and patents cited in this specification are hereinincorporated by reference as if each individual publication or patentwere specifically and individually indicated to be incorporated byreference and are incorporated herein by reference to disclose anddescribe the materials and/or methods in connection with which thepublications are cited. The citation of any publication is for itsdisclosure prior to the thing date and should not be construed as anadmission that the present methods are not entitled to antedate suchpublication, as the date of publication provided may be different fromthe actual publication date which may need to be independentlyconfirmed.

It is noted that, as used herein and in the appended claims, thesingular forms “a”, “an”, and “the” include plural referents unless thecontext clearly dictates otherwise. It is further noted that the claimsmay be drafted to exclude any optional element. As such, this statementis intended to serve as antecedent basis for use of such exclusiveterminology as “solely,” “only” and the like in connection with therecitation of claim elements, or use of a “negative” limitation.

It is appreciated that certain features of the methods, which are, forclarity, described in the context of separate embodiments, may also beprovided in combination in a single embodiment. Conversely, variousfeatures of the methods, which are, for brevity, described in thecontext of a single embodiment, may also be provided separately or inany suitable sub-combination. All combinations of the embodiments arespecifically embraced by the present disclosure and are disclosed hereinjust as if each and every combination was individually and explicitlydisclosed, to the extent that such combinations embrace operableprocesses and/or devices. In addition, all sub-combinations listed inthe embodiments describing such variables are also specifically embracedby the present methods and are disclosed herein just as if each andevery such sub-combination was individually and explicitly disclosedherein.

As will be apparent to those of skill in the art upon reading thisdisclosure, each of the individual embodiments described and illustratedherein has discrete components and features which may be readilyseparated from or combined with the features of any of the other severalembodiments without departing from the scope or spirit of the presentmethods. Any recited method can be carried out in the order of eventsrecited or in any other order that is logically possible.

Methods

As summarized above, the present disclosure provides methods ofenhancing the performance of a subject on a cognitive task.

The methods include presenting a computer-based cognitive trainingprogram to a subject, By “computer-based” is meant that the trainingprogram is presented to the subject using a computer, e.g., a computerdevice such as a smartphone, a tablet computer, a head-up display (HUD)device, a smartwatch, a laptop computer, a desktop computer, or anycombination thereof (e.g., certain portions of the training program maybe presented to the subject using one type of computer device, whileother portions may be presented to the subject using one or more othertypes of computing devices).

The cognitive training program includes presenting a subject with afirst computer-based focused attention task. According to certainaspects, the subject is a human subject, e.g., a female or male humansubject. Human subjects of interest include children and adults. Incertain aspects, the human subject is from 4 years old to 100 years old,such as from 8 years old to 100 years old, from 9 years old up to 90years old, from 10 years old up to 80 years old, from 11 years old up to75 years old, or from 12 years old up to 70 years old. According tocertain embodiments, the human subject is a child (newborn up to 18years old). Children of interest include infants (newborn up to 1 yearold), toddlers (1 year old up to 3 years old), preschoolers (3 years oldup to 4 years old), children in middle childhood (4 years old up to 11years old, such as 6 years old up to 8 years old, or 8 years old up to11 years old), young teens (11 years old up to 14 years old) andteenagers (14 years old up to 18 years old). When the subject is a humanadult, the subject may be a younger adult (an 18-30 year-old adult,e.g., a 21-28 year-old adult)), a middle-age adult (a 31-49 year-oldadult), or an older adult (a 50 year-old or older adult (e.g., a 57-75year-old adult)).

In certain aspects, the subject is a healthy subject, e.g., free of amental disease. In other aspects, the subject has a mental disease, suchas Attention Deficit Hyperactivity Disorder (ADHD, both distractibilityand hyperactive behaviors), Post-Traumatic Stress Disorder (PTSD,intrusive recollections triggered by external cues), Major DepressiveDisorder (ruminations, impairments in cognition and attention),Obsessive Compulsive Disorder (OCD, uncontrollable anxieties/obsessions,compulsive behaviors), traumatic brain injury (TBI), SubstanceDependence Disorders (uncontrollable cravings, contextual triggers forrelapse), or the like.

In certain aspects, the present disclosure provides methods ofdiagnosing such disorders, e.g., by presenting one or more focusedattention tasks to a subject (e.g., a subject suspected of having any ofthe above disorders), quantifying the subject's ability to maintainfocused attention during the focused attention task(s), and diagnosingthe subject as having any of the above disorders if the subject'sability to maintain focused attention is below a cutoff ability, e.g.,as determined by the duration for which the subject is able to maintainfocused attention during the focused attention task at a particular(e.g., standardized) difficulty level.

Similarly, as the methods of the present disclosure improve a subject'sability to maintain focused attention (e.g., by improved regulation ofinternal distraction/mind wandering), the present disclosure providesmethods of treating a subject having a mental disease in which anunderlying etiology or symptom of the disease is poor regulation ofinternal distraction/mind wandering (e.g., any of the mental diseasesrecited above). According to certain embodiments, the methods includepresenting a computer-based cognitive training program according to anyof the embodiments described elsewhere herein to a subject having themental disease, where the training program enhances the subject'sability to regulate internal distraction, thereby treating the subjecthaving the disease.

As used herein, a first or second “focused attention task” is a task inwhich the subject is instructed to direct sustained and selectiveattention to a single object to the exclusion of any other objectsinternal or external to the subject. The object to which the subject'sfocused attention is directed may vary. According to certainembodiments, the focused attention task includes the subject directingfocused attention to an object traditionally associated with “focusedmeditation” or “focused attention meditation.” Details regarding focusedattention meditation may be found, e.g., in Hasenkamp et al. (2012)NeuroImage 59:750-760, Manna et al. (2010) Brain Research Bulletin82:46-56, Lutz et al. (2008) Trends in Cognitive Neuroscience12(4):163-169, and Travis & Shear (2010) Consciousness and Cognition19(4):1110-1118.

In certain aspects, the first focused attention task and the secondfocused attention task are independently selected from aninternally-directed focused attention task, and an externally-directedfocused attention task. Internally-directed focused attention tasks ofinterest include, but are not limited to, the subject directingattention to an object selected from the subject's breath sensations(e.g., where the subject focuses attention on her/his breath duringinhalation and exhalation), a mental image (e.g., a mental image of anobject), a word or phrase (e.g., a mantra) held in the subject's mind orinternal body part of the subject other than the mind), a goal, or thelike.

Externally-directed focused attention tasks of interest include, but arenot limited to, the subject directing attention to an object selectedfrom a visual stimulus, and an auditory stimulus. Visual stimuli thatmay be presented to the subject as an object of focused attentioninclude real objects, or object images (e.g., an object image presentedto the subject via a display of a computer device (e.g., a smartphone,tablet, head-up display (HUD) device, smartwatch, or the like). Auditorystimuli that may be presented to the subject as an object of focusedattention include, e.g., a tone.

The first focused attention task and the second focused attention taskmay be the same or different. By “same” is meant the object to which thesubject's focused attention is directed during presentation of the firstfocused attention task is the same object to which the subject's focusedattention is directed during presentation of the second focusedattention task. By “different” is meant the object to which thesubject's focused attention is directed during presentation of the firstfocused attention task is different from the object to which thesubject's focused attention is directed during presentation of thesecond focused attention task.

According to certain embodiments, both the first focused attention taskand the second focused attention task are internally-directed focusedattention tasks, which internally-directed focused attention tasks maybe the same or different. In other aspects, both the first focusedattention task and the second focused attention task areexternally-directed focused attention tasks, which externally-directedfocused attention tasks may be the same or different. In certainembodiments, the first focused attention task is an internally-directedfocused attention task and the second focused attention task is anexternally-directed focused attention task. In other aspects, the firstfocused attention task is an externally-directed focused attention taskand the second focused attention task is an internally-directed focusedattention task.

The difficulty level of the focused attention task may be determined byone or more factors selected by a designer of the training program. Forexample, the difficulty level of the first focused attention task, thesecond focused attention task, or both, may be determined at least inpart by the duration for which the focused attention task is presented.The duration may vary according to the subject's ability to maintainfocused attention, and in certain aspects is from 1 second to 10 minutes(e.g., from 1 to 250 seconds). According to certain embodiments, theduration of presentation of a focused attention task is from 1 to 5seconds, from 6 to 10 seconds, from 11 to 15 seconds, from 16 to 20seconds, from 21 to 25 seconds, from 26 to 30 seconds, from 31 to 35seconds, from 36 to 40 seconds, from 41 to 45 seconds, from 46 to 50seconds, from 51 to 55 seconds, from 56 to 60 seconds, from 61 to 65seconds, from 66 to 70 seconds, from 71 to 75 seconds, from 76 to 80seconds, from 81 to 85 seconds, from 86 to 90 seconds, from 91 to 95seconds, from 96 to 100 seconds, from 101 to 105 seconds, from 106 to110 seconds, from 111 to 115 seconds, from 116 to 120 seconds, from 121to 125 seconds, from 126 to 130 seconds, from 131 to 135 seconds, from136 to 140 seconds, from 141 to 145 seconds, from 146 to 150 seconds,from 151 to 155 seconds, from 156 to 160 seconds, from 161 to 165seconds, from 166 to 170 seconds, from 171 to 175 seconds, from 176 to180 seconds, from 181 to 185 seconds, from 186 to 190 seconds, from 191to 195 seconds, from 196 to 200 seconds, from 201 to 205 seconds, from206 to 210 seconds, from 211 to 215 seconds, from 216 to 220 seconds,from 221 to 225 seconds, from 226 to 230 seconds, from 231 to 235seconds, from 236 to 240 seconds, from 241 to 245 seconds, from 246 to250 seconds, etc.

In certain aspects, the difficulty level of the first focused attentiontask, the second focused attention task, or both, is determined at leastin part by a context in which the focused attention task is presented.By “context” is meant an environment in which the subject performs thefocused attention task, and may include presenting one or more stimuli(e.g., one or more potentially distracting stimuli) to the subjectduring presentation of the focused attention task. Stimuli of interestinclude, but are not limited to, visual and/or auditory stimuli. Forexample, in certain aspects, the difficulty level is modulated bypresenting a visual stimulus to the subject while the subject isperforming the focused attention task (e.g., an internally- orexternally-directed focused attention task). Presenting a visualstimulus to the subject may include requiring the subject to perform aninternally- or externally-directed focused attention task with his/hereyes open, and displaying a real object in the subject's field of view.Similarly, an image of an object may be displayed in the subject's fieldof view (e.g., on a display of a smartphone, tablet computer, head-updisplay (HUD) device, smartwatch, laptop computer, desktop computer, orthe like).

According to certain embodiments, the difficulty level is modulated bypresenting an auditory stimulus to the subject while the subject isperforming the focused attention task (e.g., an internally- orexternally-directed focused attention task). Presenting an auditorystimulus to the subject may include producing a sound such as whitenoise, a tone, a song, and/or a conversation. In certain aspects, thesound is produced by the computer (e.g., via speaker(s) or headphones)being used to present the training program to the subject (e.g., asmartphone, tablet computer, head-up display (HUD) device, smartwatch,laptop computer, desktop computer, or the like), or a separatesound-producing device within audible range of the subject as thesubject performs the focused attention task. The volume and/or type ofauditory stimulus may be selected to bring about a desired level ofdifficulty. For example, a difficulty level achieved using louder and/ormore complex auditory stimuli will generally be greater than adifficulty level achieved using quieter and/or less complex auditorystimuli. For example, presenting the sound of conversation (morecomplex) to the subject will typically effect a greater level ofdifficulty than presenting white noise (less complex) to the subject. Incertain aspects, the difficulty level is determined using one or morevisual stimuli and one or more auditory stimuli.

Based on the duration for which the subject maintained focused attentionduring presentation of the first focused attention task, the difficultylevel of the second focused attention task may be decreased, remain thesame, or increased relative to the difficulty level of the first focusedattention task. In certain aspects, the methods include quantifying thesubject's performance for maintaining focused attention during a focusedattention task, providing feedback to the subject regarding thesubject's performance, and adapting the difficulty level of asubsequently-presented focused attention task based on thequantification of the subject's performance on the preceding focusedattention task.

The difficulty level of a subsequently-presented focused attention taskmay be adapted using a variety of approaches. According to certainembodiments, the adaptation is carried out by a psychometric analysismethod such as a staircase algorithm/procedure and/or maximum likelihoodprocedure to adaptively determine the subject's ability to maintainfocused attention and adapt the difficulty level of a subsequentlypresented focused attention task accordingly.

As summarized above, the methods include determining a duration that thesubject maintained focused attention during presentation of the firstfocused attention task. The duration for which the subject maintainedfocused attention may be determined using any suitable/convenientapproach. According to certain embodiments, determining the durationthat the subject maintained focused attention during presentation of thefirst focused attention task includes receiving an indication from thesubject of the duration for which the subject maintained focusedattention during presentation of the first focused attention task. Forexample, prior to presentation of the first focused attention task, thesubject may be instructed to be aware of the presence of internaldistraction (e.g., mind wandering) while the subject performs the firstfocused attention task. According to certain embodiments, determining aduration for which the subject maintained focused attention includesrequiring the subject—after presentation of the first focused attentiontask—to indicate whether the subject maintained focused attention forthe entire duration of the first focused attention task. That is, incertain aspects, determining the duration for which the subjectmaintained focused attention includes determining whether the subjectmaintained focused attention for the entire duration of the firstfocused attention task, and not the specific duration if the subject didnot maintain focused attention during the entire duration of the task.This binary approach for determining the duration of the subject'sfocused attention is sufficient, e.g., when the cutoff duration fordetermining whether to increase (or decrease) the difficulty level of asubsequently-presented focused attention task is the same as theduration of the first focused attention task.

In certain aspects, if internal distraction resulted in a loss offocused attention during the presentation of the focused attention task,the method may include the subject indicating (e.g., via a touchscreendisplay of a smartphone, tablet, smartwatch, etc.) as the internaldistraction occurs during presentation of the focused attention task, sothat a specific duration of focused attention may be determined based ona response by the user.

As set forth above, according to certain embodiments, determining theduration for which the subject maintains focused attention requires aresponse from the subject. In certain aspects, the subject responds viaan input device, such as a touch-screen display, a mouse, a keyboard, amicrophone, or any other convenient input device.

Other strategies may be employed for determining the duration for whicha subject maintains focused attention during presentation of the focusedattention task. For example, determining the duration may includemeasuring one or more biological parameters of the subject. In certainaspects, the biological parameter includes neurological activity.Various approaches for measuring neurological activity as it relates tofocused attention may be employed. According to certain embodiments,neurological activity of the subject as the subject performs the focusedattention task is measured by electroencephalography (EEG), in whichvoltage fluctuations resulting from ionic current flows within theneurons of the brain may be recorded using one or more electrodes placedon the scalp of the subject. In certain aspects, EEG recording areobtained using an EEG headset worn by the subject during presentation ofat least one focused attention task of the training program. EEGpatterns correlating with focused attention have been reported, e.g., byTravis & Shear (2010) Consciousness and Cognition 19(4):1110-1118. Incertain aspects, monitoring focused attention to determine the durationthat the subject maintained focused attention includes recording an EEGfrequency band selected from gamma (30-50 Hz), Beta2 (20-30 Hz), Beta1(13-20 Hz), alpha (8-12 Hz), theta (4-8 Hz), delta (1-4 Hz), or anycombination thereof (see, e.g., Mantini et al. Electrophysiologicalsignatures of resting state networks in the human brain. Proc Nati AcadSci USA (2007) vol. 104 (32) pp. 13170-5).

According to certain embodiments, neurological activity of the subjectas the subject performs the focused attention task is measured byfunctional imaging, such as fMRI. In fMRI, brain activity by is measuredby detecting associated changes in blood flow. Neural measuresassociated with mind-wandering and the suppression of internaldistractors may be assessed using fMRI (both regional activity andnetwork connectivity). fMRI neuro-imaging has elucidated neuralcorrelates of these phenomena. During mind-wandering there is anincrease in neural activity in the default network that is dependent onthe nature of the ongoing activity (7; 12; 44) (a network of brain areasthat are more active during non-task oriented behaviors (23; 44)), andthe predilection of participants to mind-wander in general correlateswith increased activity in this network during cognitive tasks (7; 9).Studies have demonstrated activity hi frontal executive circuits duringmind-wandering. Details regarding fMRI and how it may be applied todetect focused attention and mind wandering/internal distraction arefound, e.g., in Christoff et al. (2009) PNAS 106(21):8719; Mason et al.(2007) Science 315(5810):393-395; Preminger et al. (2011) NeuroImage54(2):1692-702; Buckner et al. (2008) Annals of the New York Academy ofSciences 1124(1):1-38; and Andrews-Hanna et al. (2010) J.Neurophysiology Annals of the New York Academy of Sciences 1124(1):1-38.

In certain aspects, the biological parameter utilized to determine theduration for which the subject maintains focused attention duringpresentation of the focused attention task is the subject's eyemovements. The subject's eye movements may be tracked using any suitableeye movement tracking hardware/software. In certain aspects, a cameraassociated (or integrated) with the computer device that presents thefocused attention task to the subject, along with suitable eye trackingsoftware loaded on the computer device, may be used to detect eyemovements of the subject associated with focused attention and internaldistraction as a means for determining the duration for which thesubject maintains focused attention during presentation of the focusedattention task. Computer devices (e.g., mobile devices) capable oftracking a user's eye movements are known and described, e.g., in USPatent Application Publication Nos. US 2014/0145935 and US 2014/0009739,the disclosures of which are incorporated herein by reference in theirentireties for all purposes.

Steps of a method according to one embodiment of the present disclosureare illustrated in FIG. 1. In this example, the method includes the stepof presenting an explanation of a first focused attention task (step 2);indicating that the focused attention task has started (step 4);indicating that the focused attention task has ended (step 6);determining the duration for which the subject maintained focusedattention (step 8); storing and analyzing data (e.g., the duration thatthe subject maintained focused attention, and the like) and any inputsprovided by the subject (e.g., one or more indications by the subject ofloss of focused attention (e.g., an occurrence of internal distractionmind wandering)) (step 10); generating output as feedback to the subject(e.g., informing the subject of his/her performance level on the task)(step 12); and an adaptation step (step 14) whereby the difficulty levelof a subsequent (second) focused attention task presented as part of thetraining program may be modulated using an adaptive training algorithm(e.g., a staircase algorithm) based on the subject's ability to maintainfocused attention during presentation of the first focused attentiontask.

An example of how a focused attention task may be presented to a subjectaccording to one embodiment of the present disclosure is shown in FIG.2. In this example, the focused attention task is presented to thesubject via a smartphone. As shown in Panel A, the presentation maybegin by welcoming the subject and instructing the subject to ensurethat she/he is in a suitable environment for performing the focusedattention task. As shown in Panel B, a subsequent screen presented tothe subject may provide a description of the focused attention task andinstructions on how to proceed if internal distraction/mind wanderingoccurs. As shown in Panel C, a subsequent screen may be the final screenprior to the commencement of the focused attention task, instructing thesubject to indicate—upon completion of the task as indicated by a signalfrom the computer device (e.g., a chime)—whether focused attention wasmaintained for the entire duration of the focused attention task. Oncethe computer signals that the focused attention task has terminated, ascreen may appear requiring the subject to indicate whether the subjectmaintained focused attention for the entire duration of the task (seePanel D). Subsequent screens according to this embodiment provide thesubject with information regarding the duration of a prior focusedattention task, and include feedback to the subject, e.g., which mayinclude a visual (e.g., a graph) or textual indication of anytraining-related improvements realized by the subject.

It will be appreciated that the training program presented to thesubject may include presenting more than a first and second focusedattention task. According to certain aspects, the training programincludes presenting 2, 3, 4, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55,60, 65, 70, 75, 80, 85, 90, 95, 100 or more focused attention tasks, thedifficulty levels of which may, in certain aspects, be adapted based onthe duration for which the subject was able, to maintain focusedattention during presentation of a preceding focused attention task at aselected difficulty level. The training program may include presentingone or more focused attention tasks to a subject each day over a numberof days (e.g., a number of consecutive or non-consecutive days), suchthat the training program includes multiple “sessions” where the one ormore presentations of a focused attention task during a day constitutesa single session. The training program may be presented for any numberof days, e.g., until a desired level of ability to maintain focusedattention and/or enhanced performance on the cognitive task is achieved.In certain aspects, the entire training program is presented on a singleday. In other aspects, the entire training program lasts from 2 to 7days, from 8 to 14 days, from 15 to 21 days, from 22 to 28 days, or anyother number of days suitable for achieving a desired result.

The cognitive task for which performance of the subject is enhancedusing the method of the present disclosure may vary. The surprisingfindings presented in the Experimental section below that a cognitivetraining program that includes focused attention training enhanced theperformance of an untrained cognitive task (a visual search task)indicates that the methods of the present disclosure are applicable forenhancing performance on a wide variety of cognitive tasks, and enhancescognitive abilities generally.

Computer Readable Media and Devices

Aspects of the present disclosure further include computer readablemedia and devices. In certain aspects, provided are non-transitorycomputer readable media comprising instructions stored thereon forcausing a computer device to implement the methods of the presentdisclosure, including any embodiments of the methods described elsewhereherein. For example, the computer readable medium may includeinstructions to cause the computer device to present a computer-basedcognitive training program to a subject, where presenting the cognitivetraining program includes: presenting a subject with a first focusedattention task at a difficulty level; determining a duration that thesubject maintained focused attention during presentation of the firstfocused attention task; and presenting the subject with a secondcomputer-based focused attention task at a difficulty level, where thedifficulty level of the second focused attention task is less than orthe same as the difficulty level of the first focused attention task ifthe subject maintained focused attention for a duration less than acutoff duration during presentation of the first focused attention task,and where the difficulty level of the second focused attention task isgreater than the difficulty level of the first focused attention task ifthe subject maintained focused attention for a duration greater than acutoff duration during presentation of the first focused attention task.

Physical computer readable media of the present disclosure include, butare not limited to, disks (e.g., magnetic or optical disks), solid-statestorage drives, cards, tapes, drums, punched cards, barcodes, andmagnetic ink characters and other physical medium that may be used forstoring representations, instructions, and/or the like.

Also provided are computer devices that carry out the methods of thepresent disclosure. In certain aspects, the computer device includes anon-transitory computer readable medium according to any of theembodiments described above. According to certain embodiments, thecomputer device does not include instructions for carrying out themethods of the present disclosure, but rather serves as a portal forpresenting a cognitive training program the instructions for which arestored on a remote server.

In certain aspects, the computer device is selected from a smartphone, atablet computer, a head-up display (HUD) device, a smartwatch, a laptopcomputer, and a desktop computer. Smartphones or personal digitalassistant (FDA) devices of interest include, but are not limited to, theApple iPhone, Android operating system-based smartphones commerciallyavailable from any number of manufacturers (e.g., Samsung, HTC, Huawei,Alcatel, Acer, Sony Ericsson, LG, Google Nexus, ZTE, Motorola, etc.),Windows-based smartphones, and the like. Smartwatches of interestinclude the Apple Watch, Android-based smartwatches (e.g., smartwatchesrunning the Android Wear operating system), and the like. Tabletcomputers of interest include, but are not limited to, the Apple iPad,Android operating system-based tablets commercially available from anynumber of manufacturers (e.g., Samsung, Motorola, Acer, Archos, Dell,Sony, Toshiba, ZTE, etc.), Windows-based tablet computers, and the like.According to certain embodiments, the computer is a head-up display(HUD) device. Any suitable HUD device may be employed. In certainaspects, the HUD device is selected from a HUD device sold by Oculus VR®(e.g., an Oculus Rift HUD device), a HUD device sold by Sony ComputerEntertainment (e.g., a Project Morpheus HUD device), a HUD device soldby Samsung Electronics Co. Ltd. (e.g., a Gear VR HUD device), a HUDdevice sold by Google (e.g., Google Glass), or any other HUD devicesuitable for presenting a cognitive training program according to themethods of the present disclosure.

The components and configuration thereof of the computer may vary. Acomputer device having a configuration according to a generalizedembodiment of the present disclosure is schematically illustrated inFIG. 3. Processor 100 generally comprises at least one processor 102, orprocessing unit or plurality of processors, memory 104, at least oneinput device 106 and at least one output device 108, coupled togethervia a bus or group of buses 110. In certain embodiments, input device106 and output device 108 could be the same device. An interface 112 canalso be provided for coupling the processing system 100 to one or moreperipheral devices, for example interface 112 could be a PCI card or PCcard. At least one storage device 114 which houses at least one database116 can also be provided. The memory 104 can be any form of memorydevice, for example, volatile or non-volatile memory, solid statestorage devices, magnetic devices, etc. In certain aspects, the memoryis a non-volatile computer readable medium as described above havinginstructions stored thereon for causing the computer to implement themethods of the present disclosure. Processor 102 may comprise more thanone distinct processing device, for example to handle differentfunctions within the processing system 100. Input device 106 receivesinput data 118 and can comprise, for example, a touchscreen display, atrackpad, a keyboard, a pointer device such as a pen-like device (e.g.,a stylus) or a mouse, audio receiving device for voice controlledactivation such as a microphone, data receiver or antenna such as amodem or wireless data adaptor, data acquisition card, etc. Input data118 could come from different sources, for example keyboard instructionsin conjunction with data received via a network. Output device 108produces or generates output data 120 and can comprise, for example, adisplay device or monitor in which case output data 120 is visual, aprinter in which case output data 120 is printed, a port for example aUSB port, a peripheral component adaptor, a data transmitter or antennasuch as a modem or wireless network adaptor, etc. Output data 120 couldbe distinct and derived from different output devices, for example avisual display on a monitor in conjunction with data transmitted to anetwork. A subject could view data output, or an interpretation of thedata output, on, for example, a display/monitor or using a printer.Storage device 114 can be any form of data or information storage means,for example, volatile or non-volatile memory, solid state storagedevices, magnetic devices, etc.

In use, processing system 100 is adapted to allow data or information tobe stored in and/or retrieved from, via wired or wireless communicationmeans, at least one database 116. Interface 112 may allow wired and/orwireless communication between the processing unit 102 and peripheralcomponents that may serve a specialized purpose. In general, theprocessor 102 can receive instructions as input data 118 via inputdevice 106 and can display processed results or other output to a userby utilizing output device 103. More than one input device 106 and/oroutput device 103 can be provided. Processing system 100 may be any formof terminal, server, specialized hardware, or the like.

Processing system 100 may be a part of a networked communicationssystem. Processing system 100 could connect to a network, for examplethe Internet or a WAN. Input data 118 and output data 120 could becommunicated to other devices via the network. The transfer ofinformation and/or data over the network can be achieved using wiredcommunications means or wireless communications means. A server canfacilitate the transfer of data between the network and one or moredatabases. A server and one or more databases provide an example of aninformation source.

Accordingly, the processing computing system environment 100 illustratedin FIG. 3 may operate in a networked environment using logicalconnections to one or more remote computers. The remote computer may bea personal computer, a server, a router, a network PC, a peer device, orother common network node, and typically includes many or all of theelements described above.

The logical connections depicted in FIG. 1A include a local area network(LAN) and a wide area network (WAN), but may also include other networkssuch as a personal area network (PAN). Such networking environments arecommonplace in offices, enterprise-wide computer networks, intranets,and the Internet. For instance, when used in a LAN networkingenvironment, the computing system environment 100 is connected to theLAN through a network interface or adapter. When used in a WANnetworking environment, the computing system environment typicallyincludes a modem or other means for establishing communications over theWAN, such as the Internet. The modem, which may be internal or external,may be connected to a system bus via a user input interface, or viaanother appropriate mechanism. In a networked environment, programmodules depicted relative to the computing system environment 100, orportions thereof, may be stored in a remote memory storage device. It isto be appreciated that the illustrated network connections of FIG. 3 areexemplary and other means of establishing a communications link betweenmultiple computers may be used.

FIG. 3 is intended to provide a brief, general description of anillustrative and/or suitable exemplary environment in which embodimentsof the methods of the present disclosure may be implemented. FIG. 3 isan example of a suitable environment and is not intended to suggest anylimitation as to the structure, scope of use, or functionality of anembodiment of the present invention. A particular environment should notbe interpreted as having any dependency or requirement relating to anyone or combination of components illustrated in an exemplary operatingenvironment. For example, in certain instances, one or more elements ofan environment may be deemed not necessary and omitted. In otherinstances, one or more other elements may be deemed necessary and added.

Utility

The methods of the present disclosure find use a variety of contexts,and in certain instances, improve the subject's ability to regulateinternal distraction (e.g., mind wandering). Failure to adequatelycontrol and regulate the impact of internal distraction can lead tosignificant impairment in cognition (e.g., performance on cognitivetasks unrelated to the focused attention tasks presented as part of thecognitive training program), social conduct, and emotional regulation.Pathological failure to regulate internal distraction is believed toplay an important role in a range of mental illnesses, Including ADHD(both distractibility and hyperactive behaviors), PTSD (intrusiverecollections triggered by external cues), Major Depressive Disorder(ruminations, impairments in cognition and attention), ObsessiveCompulsive Disorder (uncontrollable anxieties/obsessions, compulsivebehaviors), and Substance Dependence Disorders (uncontrollable cravings,contextual triggers for relapse). Accordingly, in addition to enhancingcognitive performance, the methods of the present disclosure find use indiagnosing and treating subjects having mental illnesses in whichinternal distraction plays a role.

In certain aspects, software applications can be created and distributedon different platforms (smartphones, tablets, head-up display (HUD)devices, smartwatches via the Internet, etc.) to be used by individualsto help them and/or healthcare professionals both understand theirinternal distractibility and better control internal distraction,resulting in improvement of clinical symptoms, cognition, stress andsleep. Moreover, the methods of the present disclosure find use forindividuals that experience difficulty engaging in meditation practicesto learn how to control their internal distraction.

Approaches for improving self-regulation include in-person trainingsessions and self-guided training sessions. In-person training sessionslack the convenience required for widespread adoption and completion ofthe training program, while self-guided training fails to provide thetrainee with feedback and performance-based adaptation of difficultylevels for tracking progress and maximizing the effectiveness of thetraining. The methods of the present disclosure make up the deficienciesof in-person approaches, as the training may be performed on a mobiledevice at a time and location convenient to the trainee. Moreover, byproviding the trainee with feedback and performance-based adaptation,the methods of the present disclosure can be more effective at improvingself-regulation as compared to self-guided approaches. In addition, theeffectiveness of the methods in improving the trainee's ability toregulate internal distraction unexpectedly enhances the trainee'sperformance on untrained cognitive tasks, as demonstrated in theExperimental section below.

The following example is offered by way of illustration and not by wayof limitation.

EXPERIMENTAL Example 1: Enhancement of Cognitive Task Performance byPresentation of Focused Attention Tasks

Experimental Design

Interference is typically considered from an external perspective, butcan also manifest as internal distraction (e.g., ‘mind wandering’) thatinterferes with the task at hand. In this example, subjects werepresented with a mobile computer-based meditation-inspired trainingprogram (MT) that relies upon focused-attention meditation practicessuch as directing attention to breath sensations and the awareness ofmind wandering. After each trial, the subjects were asked to indicatewhether their attention remained entirely focused on their breathing forthe duration of the trial. Their trial length was adjusted accordingly,using an adaptive staircase algorithm to push the limits of theirability to focus without being distracted.

Methods

The MT program was designed as an integration of meditation-basedpractices and approaches from plasticity-based, cognitive-trainingmethods, including quantifiable goals, feedback and adaptivity.Participants began by starting a mobile application in a quiet location,free of external auditory distractions, with headphones on and eyesclosed, and asked to attend to the sensations of their breath.Participants were asked to monitor the quality of their attention and tobe particularly aware of any internal distracting thoughts that mayarise. When these thoughts do occur, participants were asked toacknowledge the distraction, disengage from it, and shift theirattention back to their breath. The length of the initial trial was setindividually based on their thresholding result. At the end of eachtrial, participants reported via button-press whether their attentionremained on their breath throughout the trial, or if their attention wasdiverted by distracting thoughts (e.g., mind-wandering). If theysuccessfully attended to theft breath on a trial, the duration of thenext trial was increased by 20% of the length of the preceding trial; ifunsuccessful, the duration of the next trial was decreased by 30% of thepreceding trial length. By adaptively modifying the duration of thetrials based on this criterion, the ability to self-regulate internalattention is selectively targeted. In addition, participants wereprovided regular feedback on their distractibility level throughout eachsession and at the end and beginning of each session (reflected as thetrial duration, or the ‘level’ they achieved).

Results

Younger adults (YA) (n=20, ages 21-28) and older adults (OA) (n=10, ages57-75) completed either MT or a placebo control language-learning appfor 20 minutes per day for 15 days, Results are shown in FIG. 4. MTparticipants showed training-related improvements in the time they couldmaintain focus on their breath (Panel A) and demonstrated a significantdecrease in reports of internal distractions during an untrained workingmemory task. Both YA and OA showed a correlation between the reductionof internal distractions following training and the rate of improvementon the MT training (Panel B; for each group, p≤0.001; r≥−0.787).

In addition, the training slope was highly correlated with post-trainingaccuracy improvement on an untrained cognitive task, here anattentionally-demanding discrimination task (p=0.007; R=0.914). Whencollapsed across age groups, participants who completed MT demonstratedsignificant post-training improvements on i) a visual search task (PanelC; ρ=0.021) and ii) individual response time variability (Panel D;p=0.045), relative to the placebo training group that did not show animprovement.

These findings indicate that the training program not only improved theability of subjects to suppress internal distractions increaseattention, but also leads to improvements in untrained, cognitivetasks/control abilities. These data indicate that regulation of internaldistractions can be modified through practice with an application thatintegrates meditation principles with plasticity-based, cognitivetraining methods.

Example 2: Training Program for Enhancing Cognitive Task Performance byImproved Self-Regulation of Internal Distraction

Experimental Design

It is unknown whether susceptibility to internal and externaldistractions relies on overlapping cognitive processes or ifself-regulation of internal distractibility is amenable to cognitivetraining. This example involves a mobile meditation-inspired trainingprogram (referred to in this example as “MediTrain”) that draws uponfocused-attention meditation practices such as directing attention tobreath sensations and the awareness of distractions. After each trial,participants are asked to indicate whether theft attention remainedentirely focused on their breath or if their mind wandered. The lengthof the next trial is adjusted accordingly, using an adaptive staircasealgorithm to push the limits of their ability to focus withoutdistraction.

Methods

This example involves a tablet computer-based, meditation-inspiredcognitive training game aimed at improving self-regulation of internaldistraction. This game is designed to make the benefits of meditationeasily accessible to anyone, including complete novices. This wasachieved by creating a game experience that yields quantifiable andattainable goals, provides both punctuated and continuous feedback, andincludes an adaptive algorithm to increase difficultly as users improve.This novel “East meets West” approach focusing on core aspects ofmeditation (i.e., focused internal attention and awareness ofdistractions), reduces uncertainties that surround the benefits oftraditional meditation, and allows the quantification of individual andgroup differences.

Participants train with the application (“app”) for 5 days per week for6 weeks. Certain screenshots of this example application are shown inFIG. 5. The initial training time was 20 minutes per day and increasedstepwise to 30 minutes in the final two weeks. It was hypothesized thatthis training would facilitate increased attention, supporting theability to self-regulate internal distractions and avoid externaldistractions. In this example, participants begin by starting the mobileapp in a quiet location, free of external auditory distractions, withheadphones on and eyes closed, and attend to the sensations of theirbreath. Participants are asked to monitor the quality of their attentionand to be particularly aware of any internal distracting thoughts thatmay arise. When these thoughts do occur, participants are asked toacknowledge the distraction, disengage from it, and shift theirattention back to their breath. The length of the initial trial is setindividually based on their thresholding result. At the end of eachtrial, participants report via button-press whether their attentionremained on their breath throughout the trial, or if their attention wasdiverted by distracting thoughts (i.e., mind-wandering). If theysuccessfully attended to their breath on a trial, the duration of thenext trial is increased by 10% of the length of the preceding trial; ifunsuccessful, the duration of the next trial is decreased by 20% of thepreceding trial length, By adaptively modifying the duration of thetrials based on this criterion, the ability to self-regulate internalattention is selectively targeted. In addition, participants are givenregular feedback on their distractibility level throughout each sessionand at the end and beginning of each session (reflected as the trialduration, or the ‘level’ they achieved).

Results

Training data from healthy young adults who completed six weeks oftraining according to this example (MediTrain app) (n=11) or a placebocontrol app (n=12) was analyzed. MediTrain participants showedimprovements in the time they could maintain focus on their breath overthe six weeks of training. Further, the MediTrain group showedsignificant or trending improvements on two cognitive control tasks.

The first cognitive control task is the Filter Task, in whichparticipants must attend to an array of different numbers of items withvisual distractors either present or absent. When compared to placebo,the Meditrain group showed a trend toward increased accuracy from Pre-to Post-training in the condition in which distractions are present(FIG. 6; Pre-Post independent t-test for Meditrain: p=0.006; Pre-Postindependent t-test for placebo: ns; trending Session×Group Interaction:p=0.065).

The second cognitive control task is the Change Localization Task, whichis a test of working memory capacity. Participants see an array of fourcolored dots and must indicate whether any of the colors change after ashort delay. A “K score” is calculated for each participant, providingan index of their overall working memory capacity before and aftertraining. After six weeks of training, the MediTrain group showed atrend toward a significant increase in K, while the placebo groupremained unchanged (FIG. 7; p=0.1).

Although the foregoing invention has been described in some detail byway of illustration and example for purposes of clarity ofunderstanding, it is readily apparent to those of ordinary skill in theart in light of the teachings of this invention that certain changes andmodifications may be made thereto without departing from the spirit orscope of the appended claims.

Accordingly, the preceding merely illustrates the principles of theinvention. It will be appreciated that those skilled in the art will beable to devise various arrangements which, although not explicitlydescribed or shown herein, embody the principles of the Invention andare included within its spirit and scope. Furthermore, all examples andconditional language recited herein are principally intended to aid thereader in understanding the principles of the invention and the conceptscontributed by the inventors to furthering the art, and are to beconstrued as being without limitation to such specifically recitedexamples and conditions. Moreover, all statements herein recitingprinciples, aspects, and embodiments of the invention as well asspecific examples thereof, are intended to encompass both structural andfunctional equivalents thereof. Additionally, it is intended that suchequivalents include both currently known equivalents and equivalentsdeveloped in the future, i.e., any elements developed that perform thesame function, regardless of structure. The scope of the presentinvention, therefore, is not intended to be limited to the exemplaryembodiments shown and described herein. Rather, the scope and spirit ofpresent invention is embodied by the appended claims.

1.-30. (canceled)
 31. A non-transitory computer-readable mediumcomprising instructions stored thereon for causing a computer device topresent a cognitive training program to a subject, wherein presentingthe cognitive training program comprises: (i) presenting to a subject,using a computer device comprising an input device, a firstinternally-directed focused attention task at a difficulty level; (ii)determining, using the computer device, a duration that the subjectmaintained focused attention during presentation of the firstinternally-directed focused attention task, wherein determining theduration comprises receiving a response from the subject via the inputdevice indicating the duration for which the subject maintained focusedattention during presentation of the first internally-directed focusedattention task; and (iii) presenting to the subject, using the computerdevice, a second internally-directed focused attention task at anadapted difficulty level, wherein the adapted difficulty level is basedon the duration for which the subject maintained focused attentionduring presentation of the first internally-directed focused attentiontask and is determined using an adaptive training algorithm, wherein thecomputer-based cognitive training program comprises performing steps(i)-(iii) for multiple days to improve cognition in the subject comparedto the cognition of the subject prior to the cognitive training program.32. The non-transitory computer-readable medium of claim 31, wherein thefirst internally-directed focused attention task and the secondinternally-directed focused attention task are the same type of task.33. The non-transitory computer-readable medium of claim 31, wherein thefirst internally-directed focused attention task and the secondinternally-directed focused attention task are independently selectedfrom the group consisting of: the subject directing attention to thesubject's breath sensations, the subject directing attention to a mentalimage, the subject directing attention to a phrase held in the subject'smind, and the subject directing attention to a phrase held in aninternal body part of the subject other than the mind.
 34. Thenon-transitory computer-readable medium of claim 31, wherein theadaptive training algorithm comprises a staircase algorithm or a maximumlikelihood procedure.
 35. The non-transitory computer-readable medium ofclaim 31, wherein improving cognition in the subject comprises enhancingthe performance of the subject on an untrained cognitive task.
 36. Thenon-transitory computer-readable medium of claim 31, wherein the inputdevice is selected from the group consisting of: a touch-screen display,a mouse, a keyboard, and a microphone.
 37. The non-transitorycomputer-readable medium of claim 36, wherein the input device comprisesa touch-screen display.
 38. The non-transitory computer-readable mediumof claim 31, wherein determining the duration that the subjectmaintained focused attention during presentation of the first focusedattention task comprises measuring one or more biological parameters ofthe subject.
 39. The non-transitory computer-readable medium of claim31, wherein the computer device is selected from the group consistingof: a smartphone, a tablet computer, a head-up display (HUD) device, asmartwatch, a laptop computer, and a desktop computer.
 40. A computerdevice comprising an input device and a non-transitory computer-readablemedium comprising instructions stored thereon for causing the computerdevice to present a cognitive training program to a subject, whereinpresenting the cognitive training program comprises: (i) presenting to asubject, using the computer device, a first internally-directed focusedattention task at a difficulty level; (ii) determining, using thecomputer device, a duration that the subject maintained focusedattention during presentation of the first internally-directed focusedattention task, wherein determining the duration comprises receiving aresponse from the subject via the input device indicating the durationfor which the subject maintained focused attention during presentationof the first internally-directed focused attention task; and (iii)presenting to the subject, using the computer device, a secondinternally-directed focused attention task at an adapted difficultylevel, wherein the adapted difficulty level is based on the duration forwhich the subject maintained focused attention during presentation ofthe first internally-directed focused attention task and is determinedusing an adaptive training algorithm, wherein the computer-basedcognitive training program comprises performing steps (i)-(iii) formultiple days to improve cognition in the subject compared to thecognition of the subject prior to the cognitive training program. 41.The computer device of claim 40, wherein the first internally-directedfocused attention task and the second internally-directed focusedattention task are the same.
 42. The computer device of claim 40,wherein the first internally-directed focused attention task and thesecond internally-directed focused attention task are independentlyselected from the group consisting of: the subject directing attentionto the subject's breath sensations, the subject directing attention to amental image, the subject directing attention to a phrase held in thesubject's mind, and the subject directing attention to a phrase held inan internal body part of the subject other than the mind.
 43. Thecomputer device of claim 40, wherein the adaptive training algorithmcomprises a staircase algorithm or a maximum likelihood procedure. 44.The computer device of claim 40, wherein improving cognition in thesubject comprises enhancing the performance of the subject on anuntrained cognitive task.
 45. The computer device of claim 40, whereinthe input device is selected from the group consisting of: atouch-screen display, a mouse, a keyboard, and a microphone.
 46. Thecomputer device of claim 45, wherein the input device comprises atouch-screen display.
 47. The computer device of claim 40, whereindetermining the duration that the subject maintained focused attentionduring presentation of the first focused attention task comprisesmeasuring one or more biological parameters of the subject.
 48. Thecomputer device of claim 40, wherein the computer device is selectedfrom the group consisting of: a smartphone, a tablet computer, a head-updisplay (HUD) device, a smartwatch, a laptop computer, and a desktopcomputer.
 49. The computer device of claim 40, wherein the computerdevice is selected from the group consisting of: a smartphone, a tabletcomputer, a head-up display (HUD) device, and a laptop computer.
 50. Amethod of improving cognition of a subject, comprising: presenting acomputer-based cognitive training program to the subject, whereinpresenting the cognitive training program comprises: (i) presenting tothe subject, using a computer device comprising an input device, a firstinternally-directed focused attention task at a difficulty level; (ii)determining, using the computer device, a duration that the subjectmaintained focused attention during presentation of the firstinternally-directed focused attention task, wherein determining theduration comprises receiving a response from the subject via the inputdevice indicating the duration for which the subject maintained focusedattention during presentation of the first internally-directed focusedattention task; and (iii) presenting to the subject, using the computerdevice, a second internally-directed focused attention task at anadapted difficulty level, wherein the adapted difficulty level is basedon the duration for which the subject maintained focused attentionduring presentation of the first internally-directed focused attentiontask and is determined using an adaptive training algorithm, wherein thecomputer-based cognitive training program comprises performing steps(i)-(iii) for multiple days to improve cognition in the subject comparedto the cognition of the subject prior to the cognitive training program,and wherein the subject has a mental condition selected from the groupconsisting of: attention deficit hyperactivity disorder (ADHD),post-traumatic stress disorder (PTSD), major depressive disorder,obsessive compulsive disorder (OCD), traumatic brain injury (TBI), andsubstance dependence disorder.